Pupil premium strategy statement 2016/17

  1. Summary information

School

Ashton Community Science College

Academic Year

2016/17

Total PP budget

£219,055

Date of most recent PP Review (internal)

Nov16

Total number of pupils

709

Number of pupils eligible for PP

244

Date for next internal review of this strategy

Jan 17

 

  1. Current attainment

 

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

% achieving 5A* - C incl. EM (2015-16 only)

41%

64.7%

% achieving expected progress in English / Maths (2015-16 only)

63.2%/59.5%

75.8% / 73.4%

Progress 8 score average

-0.66

0.12

Attainment 8 score average

39.64

52

  1. Barriers to future attainment (for pupils eligible for PP)

In-school barriers (issues to be addressed in school, such as poor literacy skills)

  1.  

Literacy/ Numeracy skills entering Year 7 are lower for students eligible for PP than for other students, which prevents them from making good progress in Year 7.

  1.  

High attaining students who are eligible for PP are making less progress than other high attaining students in KS3.

  1.  

Behaviour issues for a small group of 10 students (mostly eligible for PP) is having detrimental effect on their academic progress and that of their peers.

External barriers (issues which also require action outside school, such as low attendance rates)

D.

Attendance rates for pupils eligible for PP are 93% (below the target for all children of 95% and 3% below other students). This reduces their school hours and causes them to fall behind on average.

  1. Desired outcomes (desired outcomes and how they will be measured)

Success criteria

  1.  

High levels of progress in Literacy and Maths for Year 7 students eligible for PP

70% of students in Year 7 eligible for PP meet their MEG (Minimum Expected Target) and 30% exceed their progress target. This will be evidenced and monitored by school data collections following subject assessments as per the school assessment calendar.

  1.  

Improved rates of progress across for higher attaining students eligible for PP

Students eligible for PP identified as high attaining from KS2 levels / raw scores make as much progress as ‘other’ students identified as high attaining. Where they are not, departments are putting in place wave 1 interventions, monitored by heads of faculty/ heads of department (HoF/ HoD) and SLT.

  1.  

Behavioural issues addressed

Fewer behaviour incidents recorded for these students on the school system (without changing recording practices or standards). Reduced exclusions.

  1.  

Increased attendance rates for PP students

Reduce the number of persistent absentees (PA) among students eligible for PP to 10% or below.  Overall attendance among students eligible for PP improves from 82% to 95% in line with ‘other’ students.

             

 

 

  1. Planned expenditure
  • Academic year

2016-2017

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

Section 1: Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

OUTCOME 1

A. Improved Year 7 Literacy/ Numeracy progress of students eligible for PP

 

B. Improved progress for high attaining students eligible for PP

 

 

 

Internal moderation of students’ work and CPD on standardisation with external schools

CPD courses offer a combination of subject knowledge and progress tracking and involved external contributors and peer support. The Teacher Development Trust research review on professional development state that this combination is effective.

Dates shared with HoF in advance.

Cover arranged in advance.

Discussion between AP and HoF/ HoD following the CPD course.

Time will be allocated in the Faculty/ Department meeting following the course to disseminate information to the rest of the team.

HoF/ HOD to monitor internal standards following this and ensure that action plans are initiated if needed.

Assistant Principal (S-E)

 

Via Faculty/ Department minutes as per school calendar.

 

January, March, July 2017

 

 

 

OUTCOME 2

A. Improved Year 7 Literacy/ Numeracy progress of students eligible for PP

 

B. Improved progress for high attaining students eligible for PP

Re-writing detailed KS3 & KS4 schemes of work with clear objectives & outcomes for different ability bands

Having a strategically planned teaching and learning overview has a positive impact on learning; learning is pitched appropriately to include challenge for all and there is a consistency in delivery and therefore learning experience for all students.

Dates are planned within the SIP and within individual FIP. Progress discussed at LM meetings and termly SIP & FIP reviews completed by AP(S-E)/ HoF/ HoD.

 

Vice Principal

Half-termly LM meetings.

Termly SIP/ FIP reviews

 

 

 

OUTCOME 3

B. Improved progress for high attaining students eligible for PP

 

Investment in technology to support students’ learning; for example, GCSE Pod,

Using digital technology to provide additional instruction and support with revision is helpful for students and contributes to increased attainment.

GCSE Pod also encourages students to develop the ability to learn and practise independently.

ML to embed GCSE Pod within lesson delivery/ homework tasks where applicable.

GCSE Pod to be launched during lesson time to ensure students understand the purpose.

Monitoring tracks students & subject areas’ usage.

Monitoring enables the award of prizes to the top 3 students and top form each half term.

Standards & Effectiveness Leader – Interventions tracking

Half termly

 

 

 

 

 

 

OUTCOME 4

A. Improved Year 7 Literacy/ Numeracy progress of students eligible for PP

 

B. Improved progress for high attaining students eligible for PP

Investment in technology to support students’ learning; for example, Show My Homework so that home learning tasks can be completed independently.

Using digital technology to ensure that all students have full and detailed access to their homework enables students to meet deadlines. Parental log-ins are well received by parents who can support task completion and open conversations about learning.

HoF monitor that homework is being set according to the school policy and recorded on SMHW with sufficient support/ adequate explanation.

Nominated colleague monitors overall usage and uses interventions to remove barriers preventing homework completion.

Standards & Effectiveness Leader – Home & independent learning

As part of the termly whole school SIP review

 

 

 

OUTCOME 5

B. Improved progress for high attaining students eligible for PP

 

Raising aspirations of students by improving their self-esteem, broadening their horizons in order to develop motivation & engagement.

Although the exact relationship between aspirations and attainment is difficult to ascertain, it is essential that students understand the need to work hard in order to achieve future success. Sharing the successes of former students is one element of this.

Thought for the day is provided by the CforL leader and is discussed daily in form tutor groups.

QA processes with staff and students provides feedback as to the levels of student buy-in.

School social media is updated regularly with stories of successes of current and former students.

Challenge for Learning Leader - Aspirations

As part of the termly whole school SIP review

 

 

 

OUTCOME 6

B. Improved progress for high attaining students eligible for PP

 

 

Increased employer engagement and awareness of the link between the school curriculum and future study.

Helping students to understand the relevance of the school curriculum as a contributory factor towards their Post 16 choices is essential. Having this understanding increases intrinsic motivation and contributes towards raised attainment.

All subject areas plan and deliver information about how their subject area fits into the job market.

 

Vice Principal

As part of the termly whole school SIP review

 

 

 

 

OUTCOME 7

C. Behavioural issues of students eligible for PP addressed

 

Improve attainment by reducing challenging behaviour in lessons.

Evidence suggests that behaviour interventions can improve academic performance as well as decreasing problematic behaviour. By consistently dealing with challenging behaviour and rewarding positive behaviour, we hope to increase the attainment of all students.

Relaunch policy (Sept2016) to all staff and students to ensure that the full school community receives the same message.

Clear consequences to challenging behaviour are followed through on.

Positive behaviour is celebrated via smiley faces in lessons and students are rewarded for their accumulation.

Assistant Principal (T&L)

As part of the termly whole school SIP review

 

 

 

 

 

 

OUTCOME 8

A. Improved Year 7 Literacy/ Numeracy progress of students eligible for PP

 

B. Improved progress for high attaining students eligible for PP

Resourcing updated  Schemes of work appropriately to ensure high levels of challenge for all and the  acquisition of skills and knowledge highlighted within NC/ GCSE guidance

Ensuring that lessons are pitched at the appropriate level and that the acquisition of skills and knowledge is coherently planned is essential to raise achievement and close gaps.

Review of individual subject areas 5 year curriculum plan to ensure coverage of content/ skills.

Audit of current resources in school and identification of where new resources are needed.

ML bid to Principal regarding resources required and intended impact.

Principal

As part of the calendared LM meetings within the agenda item monitoring SoW development

 

 

 

Total budgeted cost

£31,633

 

 

Section 2: Targeted support

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

OUTCOME 1

A. Improved Year 7 Literacy/ Numeracy progress of students eligible for PP

 

 

Additional curriculum time to address the barriers to accessing the wider curriculum experienced by some students

Addressing the Literacy and Numeracy barriers faced by some students will help them access the curriculum. Small group interventions with highly qualified staff are known to be effective.

Engage with parents and students before the intervention begins to address any concerns.

Track English/ Maths data at designated times in the school calendar (DC/ PR)

Assistant Principal (S-E)

Half termly

Review data & monitor impact when Year 7 DC has been entered; dates as per the school calendar.

 

 

OUTCOME 2

B. Improved progress for high attaining students eligible for PP

 

Weekly small group sessions in English for high-attaining students with HoF/ English specialist.

We want to provide extra support to encourage and then maintain high attainment. Small group interventions with highly qualified staff are known to be effective

Engage with parents and students before the intervention begins to address any concerns.

Track English data at designated times in the school calendar.

Head of English

Half termly

Review data & monitor impact when DC has been entered; dates as per the school calendar.

 

 

OUTCOME 3

B. Improved progress for high attaining students eligible for PP

 

Small group sessions in Maths for high-attaining students with qualified Maths teacher.

We want to provide extra support to encourage and then maintain high attainment. Small group interventions with highly qualified staff are known to be effective

Engage with parents and students before the intervention begins to address any concerns.

Track Maths data at designated times in the school calendar.

Head of Maths

Half termly

Review data & monitor impact when DC has been entered; dates as per the school calendar.

 

 

OUTCOME 4

B. Improved progress for high attaining students eligible for PP

 

C. Behavioural issues of students eligible for PP addressed

One to one input for all students/ targeted students for IAG to help inform curriculum choice, increase motivation and raise aspirations/ attainment.

One to one support is seen as an effective way to increase attainment. This will be used as an additional intervention to address issues presented by students (underachievement/ negative approach to learning/ behavioural issues).

Students access ‘Fast Tomato’ to inform them of future options

One to one interviews for all Year 11 students highlighted in the school calendar; emails sent out to all staff for their support n releasing students.

Vice Principal

Half termly

 

 

 

 

OUTCOME 5

C. Behavioural issues of students eligible for PP addressed

 

 

 

Specialised programmes/ internal interventions targeted at specific students exhibiting behaviour problems/ behaviour & academic problems.

The EEF Toolkit suggests that targeted interventions matched to specific students with particular needs or behaviour issues can be effective, especially for older students.

 

 

 

Ensure identification of students is fair, transparent and properly recorded.

Contact made with parents before intervention begins.

Interventions are tracked by Standards & Effectiveness Leader and their impact monitored.

Monitor behaviour but also monitor whether improvements in behaviour translate into improved attainment by analysing DC data.

Achievements are monitored and celebrated through the school ‘smiley faces’ system.

Assistant Principal (T&L)

Half termly

 

 

 

 

 

 

 

 

 

 

 

 

 

OUTCOME 6

B. Improved progress for high attaining students eligible for PP

All teaching staff have one hour of school support as part of their teaching allocation to contribute towards raised standards.

 

 

 

 

 

Evidence suggests that when TAs or other adults support students’ learning rather than manage learning attainment can be increased.

Identify students and the subjects in which they need support to meet targets fairly and transparently.

Colleagues supporting teaching staff discuss and agree on how the support is best provided.

 

 

Vice Principal

Half termly review of students/ lessons.

Impact on learning analysed at DC points as specified in the school calendar

 

 

 

 

 

 

 

 

Total budgeted cost

£125,831

Section 3: Other approaches

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

OUTCOME 1

A. Improved Year 7 Literacy/ Numeracy progress of students eligible for PP

 

B. Improved progress for high attaining students eligible for PP

 

Ensure that mentoring support is available for students requiring academic support.

Mentoring can be successful when focusing on attitudes to school & behaviour.

 

Year 11 students to have academic mentor; mentor pairings considered carefully.

Timetabled ‘formal’ mentoring sessions in addition to ad hoc meetings ensure mentor reliability and remove potential for mentor drop out.

Assistant Principal (S-E)

Following mentor sessions as per school calendar.

 

 

 

 

 

 

OUTCOME 2

C. Behavioural issues of students eligible for PP addressed

 

Review of school behaviour policy. Improve attainment by reducing challenging behaviour. Ensure that mentoring support as a behaviour intervention is available for students displaying challenging behaviour.

School level approach to developing a positive school ethos and improving discipline which also aims to support greater engagement in learning. Evidence suggests that behaviour interventions can produce large improvements in academic performance.

 

 

 

Behaviour policy to be clarified and combined with transparent identification of students.

Assistant Principal to meet all parents of students working in FTEC.

Key staff identified who will adopt a mentoring role to support those students with challenging behaviour.

Staff school support lessons used to support identified students in lessons.

Assistant Principal (T&L)

Half termly

 

 

 

 

 

 

 

 

 

 

 

OUTCOME 3

D. Increased attendance rates of students eligible for PP

Attendance Officer and Progress Leaders monitor students and immediately follow up truancies/ unauthorised absences. 

Attainment cannot be improved if students are absent from school. Addressing attendance is a key step as identified by NFER briefing for school leaders.

Identification of specific students for whom attendance falls below school target to be monitored by PP student monitoring lead and in liaison with PL.

Rapid response system to address poor attendance – staff contact home on first day of absence.

Staff to work with families to identify and address barriers to attendance.

Attendance discussed fortnightly.

Discussions to take place re barriers to attendance.

Attendance officer

 

 

 

 

 

 

Standards & Effectiveness Leader – PP monitoring

Half termly

 

 

 

 

 

 

 

 

 

 

 

 

 

OUTCOME 4

A. Improved Year 7 Literacy/ Numeracy progress of students eligible for PP

 

B. Improved progress for high attaining students eligible for PP

 

C. Behavioural issues of students of students eligible for PP addressed

 

D. Increased attendance rates of students eligible for PP

Appointment of staff to key roles (Standards & Effectiveness Leaders) aimed at closing the gaps that exist:

* PP monitoring/ student voice

* interventions tracking

* home & independent learning

Key roles have been developed with the aim of closing the gaps between PP students and NPP students. By having a colleague leading on different strands, the profile of PP students will be raised and gaps will decrease.

Standards & Effectiveness Leaders are line managed by a member of core SLT ensuring strategic leadership in line with the school vision.

Roles of the Standards & Effectiveness Leaders have been clarified and discussed.

Regular LM meetings to monitor progress/ analyse available data.

 

SLT LM

Half termly

 

 

 

 

 

 

OUTCOME 5

A. Improved Year 7 Literacy/ Numeracy progress of students eligible for PP

 

B. Improved progress for high attaining students eligible for PP

 

C. Behavioural issues of students of students eligible for PP addressed

 

D. Increased attendance rates of students eligible for PP

Outward Bound activity days

There is strong evidence that resilience in the classroom can be developed via the development of teamwork and communication skills through outdoor activity.

Colleague has ‘outdoors education’ as part of TLR.

Advance booking established with outdoor activity centre.

Information sent to all parents of students in Year 7&8 and permission slips/ medical forms returned.

School calendar has dates of all visits.

Students in Year 7&8 allocated a week for their visit.

 

EVC/ HoF PE&Performance

Termly

 

 

 

 

 

 

 

 

 

 

 

OUTCOME 6

A. Improved Year 7 Literacy/ Numeracy progress of students eligible for PP

 

B. Improved progress for high attaining students eligible for PP

 

C. Behavioural issues of students of students eligible for PP addressed

 

D. Increased attendance rates of students eligible for PP

Duke of Edinburgh award Scheme

There is strong evidence that resilience in the classroom can be developed via the development of teamwork and communication skills through outdoor activity. The DofE scheme requires students to engage in activity that is sustained over time and therefore develop tenacity and resilience as well as learning new skills and developing social conscience.

 

 

Colleagues volunteer to run the DofE programme.

Information disseminated to students during assembly.

Initial meeting held to introduce the programme to students.

Planned sessions timetabled in advance.

Staff support for expeditions clarified in advance and dates included on school calendar.

 

DofE lead colleagues

Termly

 

 

 

OUTCOME 7

A. Improved Year 7 Literacy/ Numeracy progress of students eligible for PP

 

B. Improved progress for high attaining students eligible for PP

 

C. Behavioural issues of students of students eligible for PP addressed

 

D. Increased attendance rates of students eligible for PP

Individual response to students’ needs

Removing barriers to effective participation in all aspects of school life will help to raise achievement. This includes ensuring that all students have appropriate uniform and equipment as well as additional requirements for specific subjects.

Regular review of known barriers to students (via Standards & Effectiveness Leader – Interventions tracking & PL) and discussion re interventions required.

Assistance requests submitted to AP(S-E)

Work towards barrier removal.

Standards & Effectiveness Leader – Interventions tracking

Termly and impact reviewed following DC.

 

 

 

 

 

 

 

 

Total budgeted cost

£82,993

             

 

  1. Review of expenditure

Previous Academic Year

 

  1. Quality of teaching for all

Desired outcome

Chosen action / approach

Estimated impact: Did you meet the success criteria? Include impact on students not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

 

 

 

 

 

 

 

 

 

 

  1. Targeted support

Desired outcome

Chosen action / approach

Estimated impact: Did you meet the success criteria? Include impact on students not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

 

 

 

 

 

 

 

 

 

 

  1. Other approaches

Desired outcome

Chosen action / approach

Estimated impact: Did you meet the success criteria? Include impact on students not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

 

 

 

 

 

 

 

 

 

 

 

  1. Additional detail
  • In this section you can annex or refer to additional information which you have used to inform the statement above.

Ashton Community Science College

Pupil premium spending 2015-2016 Evaluation

The Pupil Premium provides funding for students:

Approximately 38% of students at Ashton Community Science College are eligible for Pupil Premium funding and in 2015-2016, statements indicate that the school should receive approximately £230,000. We are committed to providing effective resources and ensuring vital support is in place for our disadvantaged students to improve their academic outcomes and to support the removal of barriers to learning.

This is a working document and indicates how we intend to spend the money this academic year. A proportion of the Pupil Premium Funding is committed to maintaining the provision for disadvantaged students that is currently in place. Pupil Premium funding is aimed at “Narrowing the Gap” and in line with new accountability measures, we are committed to supporting all our students to achieve a positive Progress 8 score.

In January 2016 we were informed that our actual allocation was £219,055.

DESIRED OUTCOMES

INTERVENTION/ SUPPORT

ACTIONS REQUIRED

INTENDED IMPACT

PROJECTED EXPENDITURE

Improving the attainment of Pupil Premium students

Improved student: teacher ratio in classes, especially in English and Maths

Additional sets created where possible

PP students achieve in line with national expectations in externally validated examinations.

£87,400

EVALUATION: Additional sets created. An increased number of PP students made expected progress in English and Maths. However, there is still a gap in the achievements between PP students and NPP students in most subjects.

Modification of the curriculum

Curriculum is modified and personalised to meet the needs and aspirations of students.

PP students achieve in line with national expectations in externally validated examinations.

£20,000

EVALUATION: The curriculum was modified and personalised to meet the needs of students. A further curriculum review is planned to take place during the school year 2016-2017. An increased number of PP students made expected progress in English and Maths. However, there is still a gap in the achievements between PP students and NPP students in most subjects

Curriculum support

Specialist colleague to aid students accessing the curriculum

PP students achieve in line with national expectations in externally validated examinations.

Aspirations of PP students are raised.

£4184

EVALUATION: Aspirations of PP students raised. An increased number of PP students made expected progress in English and Maths. However, there is still a gap in the achievements between PP students and NPP students in most subjects.

EAL support

Specialist colleague to aid students accessing the curriculum

PP students achieve in line with national expectations in externally validated examinations.

£5145

EVALUATION: Specialist colleague enabled students access to the curriculum and level of English acquisition increased. An increased number of PP students made expected progress in English and Maths. However, there is still a gap in the achievements between PP students and NPP students in most subjects.

Easter School 2016

Programme of examination and revision classes for Year 11 students.

PP students achieve in line with national expectations in externally validated examinations.

£1000

EVALUATION: Easter school sessions were well attended. An increased number of PP students made expected progress in English and Maths. However, there is still a gap in the achievements between PP students and NPP students in most subjects.

Show My Homework as a vehicle to encourage PP students to increase learning beyond the classroom

Ensure subscription in place.

Ensure that all staff record homework tasks set on SMHW.

Analyse homework completion data to identify & work to remove any potential barriers.

All PP students complete homework punctually.

PP students achieve in line with national expectations in externally validated examinations.

£770

EVALUATION: Homework completion improved significantly throughout the year. An increased number of PP students made expected progress in English and Maths. However, there is still a gap in the achievements between PP students and NPP students in most subjects. Colleague appointed to take the lead on removing barriers to homework completion during academic year 2016-2017.

Study support: Key Stage 4

Provision available for students to ensure that all Controlled Assessments/ Coursework tasks are completed.

PP students complete CA and coursework tasks to MEG level in all subjects.

nil cost

EVALUATION: PP students accessed additional provision ensuring that the majority of students had a CA portfolio reflective of their MEG.

GCSE Pod

Ensure subscription is in place.

Promote the use of GCSE Pod to aid revision and examination preparation.

Monitor students’ usage.

Feedback from students is positive.

PP students access podcasts and achieve in line with national expectations in externally validated examinations.

£1685

EVALUATION: Student feedback extremely positive re the support offered by the GCSE Pod app. An increased number of PP students made expected progress in English and Maths. However, there is still a gap in the achievements between PP students and NPP students in most subjects.

Raising aspirations

All teaching staff have one hour allocated to raising students’ aspirations.

PP students achieve in line with national expectations in externally validated examinations.

within teaching allocations

EVALUATION: An increased number of PP students made expected progress in English and Maths. However, there is still a gap in the achievements between PP students and NPP students in most subjects. The use of RST has  been reviewed and will be more focused in the school year 2016-2017.

Closing the gap

Intervention tracking

Colleague to have responsibility for the tracking, monitoring and review of all interventions.

PP students achieve in line with national expectations in externally validated examinations.

The gap in achievement between PP and NPP students is closed.

£1500

EVALUATION: An increased number of PP students made expected progress in English and Maths. However, there is still a gap in the achievements between PP students and NPP students in most subjects.

Maths intervention

Identified students receive 1:1 or small group tuition with qualified teacher

PP students achieve in line with national expectations in externally validated examinations.

The gap in achievement between PP and NPP students is closed.

£5000

EVALUATION: Students were identified and targeted input delivered. An increasing number of PP students made expected progress in Maths and the gap in achievement between PP and NPP students was closed in comparison to 2015 results.

English intervention

Identified students receive 1:1 tuition 1:1 or small group tuition with qualified teacher

PP students achieve in line with national expectations in externally validated examinations.

The gap in achievement between PP and NPP students is closed.

£5000

EVALUATION: Students were identified and targeted input delivered. An increasing number of PP students made expected progress in English but their progress remained slower than NPP students.

Progress tracking

Appropriate and timely interventions initiated to respond to student underachievement identified via tracking systems.

The gap in achievement between PP and NPP students is closed.

£5000

EVALUATION: All staff employ interventions to address underachievement and these are tracked & impact monitored by TLR holder. Some of the gaps in achievement have been closed but this still varies between year group and subject.

School breakfast Club

Ensure that breakfast club is staffed so that PP students can have breakfast and are ready for learning.

The gap in achievement between PP and NPP students is closed.

£2000

EVALUATION: Breakfast club is staffed and attended by a regular group of students. Some of the gaps in achievement have been closed but this still varies between year group and subject.

Faculty breakfast club

Tea and toast to be provided to encourage attendance whilst taking part in focused revision/ CA completion.

The gap in achievement between PP and NPP students is closed.

£1000

EVALUATION: Tea and toast revision sessions/ CA completion sessions were well attended. Some of the gaps in achievement have been closed but this still varies between year group and subject.

Accelerating Progress

Specialised programmes

Specialised programmes designed to meet the needs of identified students e.g. IDL to enable full access to the curriculum

The gap in achievement between PP and NPP students is closed.

£550

EVALUATION: Specialised programmes have been delivered to identified students leading to increased reading ages. Students are therefore better placed to access the curriculum.

Ensuring positive destinations

One to one internal IAG using designated staff and

Fast Tomato

Ensure subscription to Fast Tomato is in place.

All students in Year 8 (options) and Year 11 (transition into P16) receive 1:1 interviews with member of staff. Support completing college/ apprenticeship applications.

Other identified students receive IAG input as intervention strategy

Year 8 students are informed when choosing options.

All students leave ACSC and go into a positive destination

 

£125

 

 

 

 

£4184

EVALUATION: Year 8 students have accessed fast Tomato and were informed when choosing their options. All Year 11 leavers had a positive destination.

One to one careers interviews

Schedule of 1:1 careers interviews with external advisor.

No PP students are NEET

£1000

EVALUATION: All Year 11 leavers had a positive destination.

Improving attendance

Pastoral team support

 

Staff in place to deal with attendance and issues resulting in poor attendance.

Barriers to good attendance are addressed/ removed.

Attendance for PP students is 95%

£51204

EVALUATION: A strong pastoral team supports the school attendance policy and works hard to ensure good attendance and punctuality from all students. Liaison with parents has been very effective this year. Attendance for  PP students was 93%

Attendance support

Staff in place to deal with attendance and issues resulting in poor attendance.

Attendance for PP students is 95%

£18811

EVALUATION: The attendance officer and a strong pastoral team supports the school attendance policy and works hard to ensure good attendance and punctuality from all students. Staff are in place to address identified barriers and work towards their removal. Attendance for PP students was 93%

Reducing exclusions

Pastoral team support

Staff in place to deal with behaviour issues.

Clear process includes liaison with parents.

Exclusions are at/ below national averages.

As above

EVALUATION: The pastoral team is in place to deal with behaviour issues. However, despite this exclusions increased during the summer term as a result of a minority of students with persistent disruptive behaviour. A revised behaviour policy will be introduced from September 2016 to address this. This will also involve closer liaison with parents and much earlier.

Behaviour support

Clear policies relating to the use of FTEC are in place so that students are not excluded from school.

Exclusions are at/ below national averages.

-

EVALUATION: Clear policies were drawn up regarding FTEC and its use. However, some students did not respond to this sanction. Exclusions increased during the summer term as a result of a minority of students with persistent disruptive behaviour. FTEC processes have been reviewed, clarified and tightened and will be introduced from September 2016 to address this.

Behaviour mentoring

Behaviour mentoring for identified students.

Students remain engaged in learning.

Exclusions are at/ below national averages.

£10,000

EVALUATION: The vast majority of students remained engaged in learning throughout the school year. Where this was not the case, students received behaviour mentoring from nominated staff and this proved to be very successful with some students. However, exclusions increased during the summer term as a result of a minority of students with persistent disruptive behaviour. A revised behaviour policy will be introduced from September 2016 to address this.

Modification of the curriculum

Personalised curriculum and support available for disengaged students.

Students remain engaged in learning.

Exclusions are at/ below national averages.

As above

EVALUATION: The vast majority of students remained engaged in learning throughout the school year and the curriculum was modified in response to individual students’ needs. However, exclusions increased during the summer term as a result of a minority of students with persistent disruptive behaviour. A revised behaviour policy will be introduced from September 2016 to address this.

Improving engagement with families

Parental feedback

Feedback sought from parents following parents’ evenings re school provision with a school response emailed in return.

Increased communication with parents logged.

Maintain current low complaint figures.

Parents are happy with school provision (parental survey positive).

£100

EVALUATION: Communication via text messages and email has increased over the school year. The number of parental complaints remains low.

Increased use of social media and the school newsletter to celebrate success

Timely articles provided by staff in order to share individual student successes with the community.

Increased number of parents access the newsletter via email and positive feedback received.

Parents are happy with school provision (parental survey positive).

£50

EVALUATION: The newsletter was received positively by parents who stated that they enjoyed receiving regular updates about what is happening in the school. Parental surveys remain positive. A prompt school response is emailed to parents following the survey to ensure parents are informed. 

Developing skills/ personal qualities & self-esteem

Counselling

1:1 counselling sessions for high need students

PAQ/ student voice surveys show students feel safe and happy in school.

Students feel valued in school and are successful.

£5000

EVALUATION: Students have been able to access the school counsellor. PAQ shows that students feel safe and happy in school.

School Uniform

A stock of school uniform and shoes available for PP students.

All students wear full school uniform. PAQ/ student voice surveys show students feel safe and happy in school.

£1000

EVALUATION: All students wear full uniform and a stock of spare items is available for those students in need of it. PAQ shows that students feel safe and happy in school.

School Equipment

A stock of equipment is available for PP students.

All students are equipped for lessons and examinations and show a positive approach to learning.

£800

EVALUATION: Students are equipped for lessons.

Mentoring

All students in their final year are allocated an academic mentor to ensure that they are examination ready and have strategies for success.

PAQ/ student voice surveys show students feel safe and happy in school.

Students feel valued in school and are successful. The gap in achievement between PP and NPP students is closed.

within staffing costs

EVALUATION: All Year 11 students have an academic mentor. Some sessions are included within the school calendar, others are conducted at mutually convenient and agreed times between the staff mentor and the student. Students reported that they found the system supportive. Some gaps have been successfully closed but this varies between year group and subject. 

Extended opportunities/ study support

Outward Bound

All PP students in Year 7 and Year 8 attend Outward Bound activities to develop team working skills and boost self-confidence and enhance resilience.

PAQ/ student voice surveys show students feel safe and happy in school.

Students feel valued in school and are successful.

£1824

EVALUATION: All students attended the Outward Bound activities session. Positive feedback received from all students. This will be repeated during the  2016-2017 school year.